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ERIC Number: ED405372
Record Type: RIE
Publication Date: 1996-Nov-25
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Teachers Learn To Assess Pupils in the Practicum Classroom: Clarifying Distinctive Dimensions of Assessment.
Kusch, James
The ways that the assessment practices of student teachers are formed by their experiences in methods courses and practicum classrooms were studied. By contrasting the approaches of two groups of student teachers to pupil assessment, the case study research described shows how student teachers emphasize the dimensions of assessment that demonstrate both their control of procedure and content and their control of student behavior and learning in the classroom. Subjects were four students from a methods course that emphasized the importance of teaching students to develop their own mathematical problem-solving strategies, and four students from a methods course that emphasized the importance of teaching students to understand and follow sequences of algorithms for mathematical problems. These control-related aspects of the practicum experience derive primarily from pressure exerted by cooperating teachers to maintain the established classroom order, and secondarily from approaches that have been propounded in methods courses. (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A